Psychological and Pedagogic Support of Children with Health Limitations

Autor/inn/en	Ezhovkina, Elena Vasilyevna; Ryabova, Natalia Vladimirovna
Titel	Psychological and Pedagogic Support of Children with Health Limitations
Quelle	In: International Education Studies, 8 (2015) 4, S.60-67 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Disabilities; Adjustment (to Environment); Specialists; Psychological Needs; Academic Support Services; Student Needs; Self Esteem; Well Being; Skill Development; Daily Living Skills; Interaction; Speech Language Pathology; Special Education Teachers; Educational Psychology; Child Care Centers; Anxiety; Mathematics Skills; Reading Skills; Communication Skills; Interpersonal Competence; Preschool Education; Preschool Children; Foreign Countries; Russia + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Self-esteem; Selbstaufmerksamkeit; Well-being; Wellness; Wohlbefinden; Kompetenzentwicklung; Qualifikationsentwicklung; Alltagsfertigkeit; Interaktion; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Erziehungspsychologie; Pädagogische Psychologie; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Angst; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Kommunikationsstil; Interpersonale Kompetenz; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Ausland; Russland
Abstract	The article represented theoretic analysis of the literature on the problem of psychological and pedagogic support of disabled children. It defined the following terms: a successfully adapting disabled child, a model, interaction of specialists, psychological and pedagogic support. The article also determined the key components of a successfully adapting disabled child: personal (includes such features as confidence, adequate self-esteem, and emotional well-being), academic (elementary ideas about himself and the world around, mathematical ideas, grammar basics), and life (general educational, communicative, social and every day knowledge and skills). Besides, it offered a model of interaction between specialists in psychological and pedagogic support of disabled children. The following interrelated components represented the model: the purpose component, the content-related component, the procedural component, and the evaluative and effective component. The article represented the results of the ascertaining, forming, in the control experiment where the evidence indicated that the personality model of a successfully adapting disabled child was developed by the interaction of various specialists (a resource teacher, a speech and language pathologist, and an educational psychologist). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01